To be honest, I usually save that for year 2. I teach AP Chem also, and I
feel I can wait on those topics, as long as they have everything else. We do
talk about heat of reactions but just a little bit. Tina
----- Original Message -----
From: "Maria Lester" <alester@chesterfield.k12.va.us>
To: <channel-talkchemistry@learner.org>
Sent: Monday, March 10, 2003 2:05 PM
Subject: RE: [Channel-talkchemistry] Chemistry of life

> Tina, where do you slide in thermochemistry and equilibrium?
> Maria
>
> -----Original Message-----
> From: channel-talkchemistry-admin@learner.org> [mailto:channel-talkchemistry-admin@learner.org]On Behalf Of Susan
> Aycock
> Sent: Thursday, March 06, 2003 10:29 AM
> To: channel-talkchemistry@learner.org> Subject: Re: [Channel-talkchemistry] Chemistry of life
>
>
> The sequence you sent is the one that I have found works best in the years
> that I have taught chemistry and physical science. In reply to those who
do
> not like to start off with measuring and math, my kids have great fun with
> measuring projects!
> -Susan Aycock
>
> <<< tfalcone@comcast.net 3/ 5 5:27p >>>
> MessageWe have one common topic sequence at my school:
> 1. inital safety /equipment stuff (a couple of days)
> 2. atoms and nuclear chemistry
> 3. periodic tables/electrons/
> 4. bonding/molecules/formulas
> 5. stoichiometry/moles
> 6. gases
> 7. liquids and solids/solutions/acid/base
> 8. organic
> 9. biochem
>
> Tina
> Seems to work well for us, we usually get through number five by semester.
>
> ----- Original Message -----
> From: Kathryn Aday
> To: 'channel-talkchemistry@learner.org'
> Sent: Tuesday, March 04, 2003 8:52 AM
> Subject: RE: [Channel-talkchemistry] Chemistry of life
>
>
> I too am interested in a topic sequence. I have been teaching chemistry
> for many years. I have tried many different sequences. The other
chemistry
> at my school has a different philosophy from me and we seem to be at odds
> over this. Input from everyone would really be appreciated.
>
> Thank you.
> Kathryn
> -----Original Message-----
> From: Jeff Bulgrin [mailto:jbulgrin@stvm.com]
> Sent: Monday, March 03, 2003 3:22 PM
> To: channel-talkchemistry@learner.org> Subject: Re: [Channel-talkchemistry] Chemistry of life
>
>
> You mentioned that you don't start off the year with moles. What IS
> your sequence of topics? I'm a first-time chem teacher (also teaching bio
&
> physics too) and I dislike starting off with lots of math, but I haven't
> thought of a better way to do it. Any suggestions?
>
> ----- Original Message -----
> From: Fiona Rae
> To: channel-talkchemistry@learner.org> Sent: Saturday, March 01, 2003 12:42 PM
> Subject: [Channel-talkchemistry] Chemistry of life
>
>
> First a comment on the effective classroom strategies. I certainly
> need to keep hearing these and see what I can improve on, and what is
> slipping. I started "math buddies" this year when a started moles. Happily
> we don't teach moles at the beginning of the year and so the students are
> comfortable with the class environment by the time we hit that place in
the
> curriculum. I have found that the weaker students will be pulled up by a
> having a math buddy to check homework answers or hearing a different
> explanation in kid terms while they work on problems in class. The student
> also doesn't have to wait until I help three other students en route to
> them. So far I like what is happening in class. I definitely have fewer
kids
> in crisis mode right now!
> On to the video. I don't have the bio background to draw from for
the
> Chem of Life so will have to do some reading. However even the cereal demo
> showing the iron at the beginning of the year would be a great way to
start
> them talking about everyday chemistry. "Look at what you are eating!" The
> reference to drugs affecting the body's equilibrium, and in acids and
bases,
> with poisoning, how diluting is not enough, are both very interesting as
> teenagers are well aware of both (peers, and babysitting). I have tried
the
> reb cabbage indicators and found it to be great. (The blackberries and
> blueberries may be too tempting a snack for some though.)
> Just as I start reactions and how chemists are always looking for
> ractions to make new or better products I need to bring in that idea of
the
> very best selective reactions having no byproducts. Perhaps if I send the
> students away to mull over the question of what makes the best
reaction...?
> I think that if I could get a quick synopsis of what the students do
> in bio I would have been better prepared for this video. It's all in the
> connections they make.
> -----
>
>
>
>
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